Dehidry Genao is seeking an entry-level position with over 10 years of experience in early childhood education and customer service. She has an Associate's degree in Early Childhood Development and is bilingual in Spanish and English. As a lead teacher, she has implemented curriculum, monitored children's activities, and provided detailed reports on each child's development. She also has experience in bilingual customer service, handling high call volumes and resolving customer issues.
Orton-Gillingham is the flagship program designed specifically for students with dyslexia and delivered by Orton-Gillingham Tutors in NJ, but all students can benefit from a variation in reading. Get admission for your child today in NJ. Call now at (201)567-8988.
Orton-Gillingham is the flagship program designed specifically for students with dyslexia and delivered by Orton-Gillingham Tutors in NJ, but all students can benefit from a variation in reading. Get admission for your child today in NJ. Call now at (201)567-8988.
Preschool & play school helps to learn social functions, togetherness, learning skills, activities, playing games together, singing, dancing with poems etc
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
Preschool & play school helps to learn social functions, togetherness, learning skills, activities, playing games together, singing, dancing with poems etc
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
1. Dehidry Genao
8024 Southside Blvd. apt#247 | [Jacksonville, FL 32256 | 317-362-4661 |dehidrys@gmail.com
Summary:
Looking for an entry levelposition.Highly motivated,eagerto learn newskills.Committed to provide the best service.
Friendly,reliable, hardworking,dedicatedand punctual.Enthusiastic aboutworking in newfields. Have worked in the
Early Learning centerfield for over10 years.Have experience in CustomerService,Bilingual in Spanish andEnglish.
Education
Associated in science, 2009, Kaplan University
· Early Childhood Development
· Coursework in Early Childhood Education
Skills & Abilities
MANAGEMENT
· Team leader, managed classroom and assistant teacher.
COMMUNICATION
· Bilingual- Fluent in Spanish
LEADERSHIP
· Positive and cheerful, approachable, active listener
Experience
Preschool leadteacher| KinderCare | March 2013-Present
· Implement Curriculum. Provide thechildren with variety of materials to explore and manipulate in learning activities and
imaginative play. Carefully monitored children's play activities. Offered detailed daily reports that outlined each child's
activities. Managed general housekeeping duties, including feeding, diapering, resting and cleanup.
·
Bilingual CustomerService Specialist| SallieMae| August 2011-March 2013
Responsible for educating customers about their student loans. Handling a high call volume of inbound calls in a call center
environment. Respond to questions regarding customer’s billing, and invoice as well as researching issues, following up on
customer inquiries not immediately resolved. Escalating issues, if needed, to the various departments or management. Tracking
calls and customer information using an internal system.
Infant/ Preschool lead teacher| KinderCare | March 2011-August 2011
Implement Curriculum. Provide thechildren with variety of materials to explore and manipulate in learning activities and
imaginative play. Carefully monitored children's play activities. Offered detailed daily reports that outlined each child's activities.
Managed general housekeeping duties, including feeding, diapering, resting and cleanup.
2. Page 2
Infant leadteacher| EducationWorks | June 2004-March 2011
· Offered detailed daily reports that outlined each child's activities. Maintained daily records of play activities, provide a variety
of materials for children to explore and manipulate in learning activities and imaginative play. Supervised circle time, free play,
outside play and learning developmental activities.